Teaching and Learning Practice-based Certificate Program

In this comprehensive 24 CPE credit activity, pharmacists, preceptors and residents will learn the concepts of teaching and learning as it relates to classroom, discussion group and experiential learning. Participants may participate at any level they choose, however, a Practice-based Certificate of Achievement will be awarded to those who have completed all phases of the education

Target Audience

Pharmacists, pharmacy preceptors and pharmacy residents who are interested in enhancing their skills in the area of teaching and learning.

Module 2
Empowering Preceptors to Teach: Defining Roles & Responsibilities Hritcko/Seo/Curtin 1. Explain the importance of precepting and mentoring in professional development
2. Define each of the 4 preceptor roles in teaching clinical problem solving (instructing, modeling, coaching, and facilitating)
3. Determine which preceptor role would be appropriate to use to help a resident progress, given specific case examples
Active learning, tools of the trade Nigro/Wheeler 1. Define active learning (Bonwell and Eison definition)
2. Differentiate active learning from the traditional lecture style
3. Discuss the advantages and disadvantages (or strengths and weaknesses) of implementing active learning strategies in the classroom
4. List and describe various active learning strategies
5. Compare different active learning strategies with respect to complexity, purpose, and risk to the teacher. (ie. low, moderate, high risk strategies)
6. Given a proposed teaching situation, demonstrate (if live)/discuss use of an active learning strategy
Assessing your Student Pharmacists or Residents Performance Through Feedback Hritcko 1. Explain the role of the preceptor’s assessment in the overall evaluation of a student pharmacist by the school of pharmacy
2. Develop strategies to collect student performance data throughout the rotational experience
3. Identify methods to ensure that the evaluation of your student pharmacist is fair, objective, and accurate
4. List strategies to provide constructive feedback to your students who are not achieving your rotational goals and objectives
5. Explain reasons for providing positive feedback to students
6. Demonstrate how to reinforce a student pharmacist’s positive behaviors
7. Demonstrate effective feedback to students
Promoting professionalism Hritcko 1. Identify examples of professional behavior in student pharmacists
2. List strategies to promote professionalism in student pharmacists while on rotation
3. Define the term “generation gap” as it relates to professionalism in experiential education
4. Discuss strategies to overcome barriers to professionalism
5. Explain the roles in setting expectations and accountability in promoting student professional development
6. Describe the process of reporting professionalism issues at your site
Conflict Management & Communication in Pharmacy Practice Experiences Hritcko 1. Differentiate between the various types of conflict that pharmacists and/or residents confront at their practice sites
2. Identify common emotional and physical reactions to conflict and possible strategies to defuse the situation
3. Demonstrate how to use communication skills to resolve conflicts between preceptors and students while on their pharmacy practice experiences

Module 3 – Technology
Using technology to facilitate learning Wheeler 1. Discuss the evolution of the use of technology to facilitate learning in the classroom
2. Discuss options for technology to use in today’s classrooms
3. Explain key points to consider prior to using technology in the classroom
4. Select technologies to include when planning a specific learning activity
Effective online learning McCaffrey 1. Recognize best practices in developing online courses
2. Describe 5 basic elements of course development
3. Recognize research and theory relevant to developing online courses
4. Identify the Quality Matters standards
5. Recognize 8 review standards for online courses
6. Relate the 8 standards to specific strategies and best practices
Integrating Pharmacy students into practice Hritcko/Seo/Curtin 1. Describe benefits and potential barriers to successful integration of students into pharmacy practice
2. Recognize opportunities to integrate students that will be valuable to students, preceptors, and practice institutions
3. Identify strategies and resources available to support pharmacy preceptors

Module 4 – Scholarship
A Review of Introductory Statistical Concepts Sobieraj 1. Define a framework for the application of evidence-based medicine to clinical practice
2. List the criteria that contribute to the quality of a trial
3. Distinguish between categorical and continuous variables and how this impacts outcome assessment in a trial
4. Interpret descriptive statistics in a given trial
5. Define, interpret, and calculate a relative risk, odds ratio, relative and absolute risk, and number need to treat
6. Use a 95% confidence interval to determine clinical and statistical significance
7. Define type I and type II error and their impact on trial results
Incorporating Scholarship into your Day Sobieraj 1. Identify research tips for various steps involved including formulation of a research question, biostatistics for researchers, working with the IRB, obtaining grant funding, and writing a manuscript
2. Provide examples of scholarship of teaching from the classroom setting
3. Provide examples of scholarship from the preceptor’s perspective
Ethical issues in Authorship and Scholarship Schlesselman 1. Identify the ICMJE criteria for authorship
2. Discuss issues related to authorship criteria, student-faculty publications, and duplicate publications
3. Explain differences between AMA and APA formatting as it pertains to author order
4. Develop personal approaches for handling authorship criteria, author order, student-faculty publications, and duplicate publication cases
Clinical Teaching Venues:
Applying Pedagogy in a Big Wide World White 1. Compare and contrast the roles and responsibilities of full time tenure track and non-tenure track faculty
2. Describe the advantages of being an adjunctive instructor of students and residents
3. Identify the other areas where pharmacists require pedagogical skills
4. Describe how to apply teaching skills to various settings
5. Identify how to respond to the disruptive, passionate, and know it all student
6. Describe how to gauge feedback aside from student evaluations of teaching
Continuing Professional Development Fitzgerald 1. Explain the concept of continuing Professional Development (CPD)
2. Outline the steps involved in the CPD process
3. Prepare an individualized CPD plan
ACPE Continuing Education Standards: How to plan and deliver an exceptional activity Fitzgerald 1. Describe the ACPE standards for continuing pharmacy education
2. Explain the components of a needs assessment
3. Identify ways to measure outcomes from continuing education

RXinsider, CESearchEngine.com, and our advertising partners do not endorse and do not verify the accuracy of the
content in the activities presented on the CESearchEngine.com website or within our mobile apps. RXinsider,
CESearchEngine.com, and our advertising partners are not responsible for errors, omissions, or misrepresentations
contained within activities presented on the CESearchEngine website or or within our mobile apps. For complete
details, please read the CESearchEngine.com Terms of Service.
Site Map.